This document provides an overview of connected learning and the role of connected educators. It discusses how the world has changed with new technologies and how schools need to change in response. Connected learning involves learning anytime/anywhere through personal learning networks and communities of practice. It emphasizes learning as participatory and collaborative rather than passive. Connected educators model lifelong learning and see themselves as learners first. They leverage collective intelligence through their connections.
A revolution in technology has transformed the way we can find each other, interact and collaborate. This wave of tech helps us to create knowledge as connected learners and to develop the social fabric, capacity, and connectedness found in communities of practice and learning networks. Join Sheryl in this interactive presentation as she explores the question- What should professional learning look like in the 21st Century?
A revolution in technology has transformed the way we can find each other, interact and collaborate. This wave of tech helps us to create knowledge as connected learners and to develop the social fabric, capacity, and connectedness found in communities of practice and learning networks. Join Sheryl in this interactive presentation as she explores the question- What should professional learning look like in the 21st Century?
Flat Students - Flat Learning - Global UnderstandingJulie Lindsay
Many educators are now joining themselves, their students and schools to others across the globe. We all know that global collaboration, the sort that includes full connectivity and collaboration that leads to co-creation of artifacts and actions is not easy and takes time to plan, implement and manage. However, let’s think out of the box even further and start to promote and support independent student learning at the Middle and High School levels. Once the teacher is not the gateway (or the barrier) to global learning, then what?
The ‘flat’ student has a PLN and PLC’s to connect with at anytime. The ‘flat’ student can learn (connect, collaborate, co-create, take action) anywhere at anytime without constraints.
Join Julie as she explores this concept and practice of independent ‘flat’ student learning for global understanding and collaborative actions. Flat Connections projects will be featured as well as the new ‘Learning Collaboratives’ to start in 2015. If you want to take your global learning to a higher level, this is the session to attend!
Learning and Education in the Networked SocietyEricsson
It took 100 years to connect 1 billion places and 25 years to connect 5 billion people. Today, 85 percent of the world’s population has access to mobile communications, and by 2020 we expect there to be 50 billion connected devices.
Mobile phones, tablets and laptops are making the school desk as we know it obsolete. Today’s progressive schools are having their classrooms rebuilt to turn them into multifunctional spaces to enable new ways of learning. A new Ericsson Networked Society report, "Learning and Educations in the Networked Society" , shows that introducing ICT in schools affects six principal areas.
For more information on ICT & Education visit: http://www.ericsson.com/thinkingahead/networked_society/learning_education
Innovation through technology: Based on the works of Lemke, C. (2010)cassiepech
A summary of the following reading:
Lemke, C. (2010). Innovation through technology pp. 243-273. In Bellanca, J. & Brandt, R. (Eds). 21st Century Skills: Rethinking how students learn. Bloomington:Solution Tree Press.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
6. Driving Questions
What are you doing to
contextualize and mobilize
what you are learning?
How will you leverage, how
will you enable your teachers
or your students to leverage-
collective intelligence?
7. Mantra for today’s keynote…
We are stronger together than apart.
None of us is as smart, creative, good or
interesting as all of us.
8. What does it mean to work
in a participatory 2.0 world?
What is connected (21st
Century) learning? Who are
connected educators? What
does it look like? How do you
do it?
Collective Wondering in Backchannel or with each
other… What do you wonder about connected learning?
Be curious. How do you define it?
9. Do it Yourself PD
A revolution in technology has transformed the way
• THE CONNECTED EDUCATOR
we can find each other, interact, and collaborate to
create knowledge as connected learners.
What are connected learners?
Learners who collaborate online: learners who use
social media to connect with others around the globe:
learners who engage in conversations in online
spaces: learners who bring what they learn back to
inform their classrooms, schools, districts, and the
world.
11. Everything 2.0
Libraries 2.0
Management 2.0
Education 2.0
Warfare 2.0
By the year 2011 80% of all Fortune 500
Government 2.0
Vatican 2.0
companies will be using immersive worlds – Gartner
Vice President Jackie Fenn
What about the world and society has changed since you went to school?
What about students has changed since you went to school?
What about schools has changed or not changed since you went to school?
What should School 2.0 look like in order to meet the needs of the 21st
Century learner?
Credit: Hugh MacLeod, gapingvoid
12. Source: David Wiley: Openness and the disaggregated
future of higher education
6 Trends for the digital age
Analogue Digital
Tethered Mobile
Closed Open
Isolated Connected
Generic Personal
Consuming Creating
Sherry Turkle is Abby Rockefeller Mauzé Professor of the Social
Studies of Science and Technology in the Program in
Science, Technology, and Society at MIT and the founder (2001)
and current director of the MIT Initiative on Technology and
Self.
13. Shifting From Shifting To
Learning at school Learning anytime/anywhere
Teaching as a private event Teaching as a public
collaborative practice
Learning as passive Learning in a participatory
participant culture
Learning as individuals Learning in a networked
community
Linear knowledge Distributed knowledge
14. Our kids have tasted the honey.
dangerouslyirrelevant.org
http://www.dangerouslyirrelevant.org/2009/02/a-taste-of-honey.html
15. Free range learners
Free-range learners choose
how and what they learn. Self-
service is less expensive and
more timely than the
alternative. Informal learning
has no need for the
busywork, chrome, and
bureaucracy that accompany
typical classroom instruction.
15
16. The Disconnect
• THE I go to school, I EDUCATOR
“Every timeCONNECTEDhave to
power down.” --a high school
student
17. Web 1.0 Web 2.0 Web 3.0
We are living in a new economy –
powered by technology, fueled by
information, and driven by knowledge.
-- Futureworks: Trends and Challenges for
Work in the 21st Century
18. By the year 2015 most Fortune 500 companies will
be using immersive worlds
19.
20. Knowledge Creation
It is estimated that
1.5 exabytes of unique new information
will be generated
worldwide this year.
That’s estimated to be
more than in the
previous 5,000 years.
21. For students starting a four-year
technical or higher education
degree, this means that . . .
half of what they learn in their first year
of study will be outdated by their third
year of study.
22. Time Travel
Lewis Perelman, author of School's Out (1992). Perelman
argues that schools are out of sync with technological change:
...the technological gap between the school environment and
the "real world" is growing so wide, so fast that the classroom
experience is on the way to becoming not merely unproductive
but increasingly irrelevant to normal human existence (p.215).
Seymour Papert (1993)
In the wake of the startling growth of science and technology in
our recent past, some areas of human activity have undergone
megachange. Telecommunications, entertainment and
transportation, as well as medicine, are among them. School is
a notable example of an area that has not(p.2).
23. Mobile Computing
Smart Phones
The mobile market has: 4 billion
subscribers, three-fourths of whom
live in developing
countries.
Over a billion new phones are
produced each year, and the fastest-
growing sales segment belongs to
smart phones —
24. Open Content
Relevance for Teaching, Learning & Creative
Expression
Open content allows teachers to
customize their courses quickly and
inexpensively and keep
up with emerging information
and ideas.
Communities of practice and learner groups that
form around open content provide a source
of support for independent or life-long learners.
25. Electronic Books
Electronic books are now accessible via a
wide variety of readers, from dedicated
reader platforms like the Kindle to
applications designed for mobile
phones, and are enjoying wide consumer
adoption.
Electronic books can be a portable and
cost-effective alternative to buying
printed books, although most platforms
lack features
to support advanced reading and editing
tasks such as
annotation, collaboration, real-time
updates, and content remixing.
29. Are you Ready for
Learning and Leading
in the 21st Century
It isn’t just “coming”… it has arrived! And schools who aren’t
redefining themselves, risk becoming irrelevant in preparing
students for the future. WHAT CHANGES?
30. Trend 3 – Social and intellectual capital are the new economic
values in the world economy.
This new economy will be held together and advanced through the
building of relationships. Unleashing and connecting the collective
knowledge, ideas, and experiences of people creates and
heightens value.
Source:
Sixteen Trends and Their Profound Impact on Our Future
http://16trends.greenwich.wikispaces.net/Home
31.
32. Be a learner first--educator second
• It's all about asking hard questions and then listening deeply
• A connected learner isn’t afraid to admit that they don’t know the answer
to a question or problem, and willingly invite others into a dialogue to
explore, discuss, debate, or generate more questions. (@barb_english)
• Asking our questions out in the open in connected ways @lisaneale
• I believe that being a connected learner leads to more questions than
answers and that is good. I also believe that connected learners have to
learn to take risks - exposing your learning and thoughts can be challenging
@ccoffa
• Lurkers become learners. Learners become contributors. @sjhayes8
33. Community is built through the
co-construction of knowledge
BE collaborative. Own it. Share with others.
nvest in personal knowledge building so what you share with others
will be of value.
The power of connections leads to collective efficacy, collective wisdom
and long standing collective intelligence
Connected learners talk to strangers. We do not have to know the
people with whom we are co-learning, co-constructing, co-creating.
Do you know--what who you know--knows? Leverage collective
wisdom.
Innovation comes from wildly diverse experiences and loose
connections
34. Networks are not enough. PLCs are not enough.
We need a 3-prong approach.
Connected Learning
Communities
In CLCs educators have several
ways to connect and
collaborate:
• F2F learning communities
(PLCs)
• Personal learning networks
(PLNs)
• Communities of practice or
inquiry (CoPs)
35.
36. 1. Local community: Purposeful, face-to-face
connections among members of a committed group—a
professional learning community (PLC)
2. Global network: Individually chosen, online Talk a little about the
connections with a diverse collection of people and communities and
resources from around the world—a personal learning networks to which
network (PLN) you belong and how
they are helping you
3. Bounded community: A committed, collective, and learn in a connected
often global group of individuals who have overlapping way?
interests and recognize a need for connections that go
deeper than the personal learning network or the
professional learning community can provide—a
community of practice or inquiry (CoP)
40. Dispositions and Values
Commitment to understanding asking Dedication to the
good questions ongoing development
of expertise
Explores ideas and
concepts, rethinking, revising, and Shares and contributes
continuously repacks and
unpacks, resisting
urges to finish prematurely Engages in strength-based approaches
and appreciative inquiry
Co-learner, Co-leader, Co-creator
Demonstrates mindfulness
Self directed, open minded
Willingness to leaving one's comfort
Commits to deep reflection zone to experiment with new strategies
and taking on new responsibilities
Transparent in thinking
Values and engages in a culture of
collegiality
41. “Understanding how
networks work is one
of the most important
literacies of the 21st
Century.”
- Howard Rheingold
http://www.ischool.berkeley.edu
42. “A tribe needs a
Internet tribes shared interest and a
way to
communicate.”
cc Steve Wheeler, University of Plymouth, 2010
“Twitter and blogs ...
contribute an entirely
new dimension of
what it means to be a
part of a tribe. The
real power of tribes
has nothing to do
with the Internet and
everything to do with
people.”
43. The New Third Place?
“All great societies provide informal meeting places, like
the Forum in ancient Rome or a contemporary
English pub. But since World War II, America has
ceased doing so. The neighborhood tavern hasn't
followed the middle class out to the suburbs...”
-- Ray Oldenburg
44. If you are a connected learner – you become a connected
educator. It changes the way you teach. It changes the way
you learn.
I believe that the educational journey of my students and the people
they become is influenced by the connections they have.
Taking the world of learning away from the disconnect of the chalk/talk/write/listen
to the interact/think/engage/model of connection revives learners who are jaded
(that’s teachers too!) @denwise1It
With teaching and many connections comes much responsibility- I believe that to
support our students to grow socially and emotionally, we must teach them to learn
how to be connected. @teachingwthsoul
Honor the learner and what they know -- even if that learner is younger than you.
Model connectedness as a means of enabling your students to become empowered
creators of their own personal learning networks
45. The NCTE Definition of 21st Century Literacies
Develop proficiency with the tools of technology
Build relationships with others to pose and solve problems
collaboratively and cross-culturally
Design and share information for global communities to meet a variety
of purposes
Manage, analyze and synthesize multiple streams of simultaneous
information
Create, critique, analyze, and evaluate multi-media texts
Attend to the ethical responsibilities required by these complex
environments
46. Shifts focus of literacy
from individual
expression to
community
involvement.
Students become
producers, not
just consumers
of knowledge.
47. FORMAL INFORMAL
You go where the bus goes You go where you choose
Jay Cross – Internet Time
50. SITE 2006
IEA Second Information Technology in Education
Study
• 9000 School
• 35,000 math and science teachers in 22 countries
How are teachers using technology in
their instruction?
Law, N., Pelgrum, W.J. & Plomp, T. (eds.) (2008). Pedagogy and
ICT use in schools around the world: Findings from the IEA
SITES 2006 study. Hong Kong
51. Findings
Increased technology use does not lead to student learning.
Rather, effectiveness of technology use depended on teaching
approaches used in conjunction with the technology.
How you integrate matters- not just the technology alone.
As long as we see content, technology and pedagogy as
separate- technology will always be just an add on.
52. Shifts focus of literacy
from individual
expression to
community
involvement.
53. Connected Learning
The computer connects the student to the rest of the world
Learning occurs through connections with other learners
Learning is based on conversation and interaction
Stephen Downes
54. Connected Learner Scale
This work is at which level(s) of the connected learner scale?
Explain.
Share (Publish & Participate) –
Connect (Comment and
Cooperate) –
Remixing (building on the
ideas of others) –
Collaborate (Co-construction of
knowledge and meaning) –
Collective Action (Social Justice, Activism, Service
Learning) –
55. How do you do it?-- TPCK and Understanding by Design
There is a new curriculum design model that helps us think about how to make
assessment part of learning. Assessment before , during, and after instruction.
Teacher and Students as Co-Curriculum Designers
1. What do you want to
know and be able to do
at the end of this
activity, project, or
lesson?
2. What evidence will you
collect to prove
mastery? (What will
you create or do)
3. What is the best way to
learn what you want to
learn?
4. How are you making
your learning
transparent?
(connected learning)
59. Let’s just admit it…
You are an agent of
change!
Now. Always. And now
you have the tools to
leverage your ideas.
60. Real Question is this:
Are we willing to change- to risk change- to meet the needs
of the precious folks we serve?
Can you accept that Change (with a “big” C) is sometimes a
messy process and that learning new things together is
going to require some tolerance for ambiguity.
62. Our Connected Educator Book Club NING
http://theconnectededucator.ning.com/
If you like these ideas- join the
Connected Educator Month Book Club
http://connectededucators.org/cem/book-club/
Editor's Notes
Licensed under a Creative Commons attribution-share alike license.http://creativecommons.org/licenses/by-sa/3.0Scott McLeod, J.D., Ph.D.scottmcleod.net/contactdangerouslyirrelevant.orgschooltechleadership.orgOur kids have tasted the honey.www.flickr.com/photos/jahansell/251755048